Wheeling register. [volume] (Wheeling, W. Va.) 1878-1935, 1887-11-26
LAST DAYS SESSION
OF THE PEABODY INSTITUTE CLOSES WITH
AN INTERESTING MEETING.
A Full Account Of Yesterdays PocsediDgs-fhs
Prominent Educators Present and Their Work
Instructive Lectures Delivered During the
Day-Dr. Whites Address.

The Peabody Teachers Institute which
has been in session since Wednesday morn
ing, was one of the most successful insti-
tutes ever held in the city, as well as one
of the best attended, and there is not the
least doubt Of the fact that all who have
attended the sessions have been greatly
benefited, especially the teachers, who
have received many new ideas, and heard
a great deal to encourage them in their
work. The Institute closed last evening,
doubtless much to the regret Of all.
The Morning Session.
Owing to the general festivities of the
preceding day and the gloominess Of the
weather, the teachers were rather late in
assembling, and it was 9:l5 before the ex.
ercises commenced.
Pupils of the Island Grammar Room,
under the direction of Miss Annie Reeves,
sang beautiful selection with much ex-
preston, after which DIR. W. II. Cooke of.
fered prayer in behalf of the teachers and
their work.
After another excellent chorus, Hon. b.
S. Morgan introduced DR.. f. f. White,
whose subject was Psychology. The
trainer, said he, must adapt his method OF
tra;n;nu 20 tha ah;I,t,aa of tha ha;,n
to he trained. In like manner the teacher
must vary her methods as her pupils differ
in age or temperament. 1t must be ad-
mitted az an axiom that instruction both
in matter and method must be adapted 10
the capabilities Of the learner. There
have been three theories in vogue in the
education of children. First, the mind
Of child differs from that of a
man only in strength, and that
the instruction to be given varies not in
kind but IN amount. Another theory is
that the mind of child differs radically in
its powers from that of older pupils; that
it is not possessed Of certain powers that
afterward come 10 it: that it possesses q
preponderance Of perceptive powers and
less of reasoning. The guide for the
teacher to determine as to the truth or
falsity Of the theory is the study of the
human mind. The intellect is threefold
and thought. The preventative embodies
knowledge of objects or feelings within us,
R7 aXIsdge of objects without us, as con-
veyeIto rs by the senses, and the knowl-
edge brought to US by Intention. II the
child possesses only this power, it has no
power OF reproducing what knowledge il
does possess The representative power
includes memory, fantasy, and imagna-
ton. The teacher should be careful Ia
cultivate the
FACULTY OF IMAGINATION
particularly by leading him to picture that
which he reads or studies.
The thought knowledge embraces con-
ception, judgment and reason.
The Dr., after a scholarly argument,
came to the conclusion that the child pos.
sesses all the faculties Of the mind; but, ol
course, unequally developed, the reason
being the weakest. Hence, we should he
gin in teaching by presenting the object ia
be taught TO the preventative, and lead
finally to the reasoning faculty.
Miss Mary Redman now favored the In
stitute with pretty ballad, after which
Dr. Newell spoke on English composition.
Those who are in the habit of hearing good
English will speak good English, so those
who are the habit of reading good books
will doubtless be able so much the better
TO write good compositions. The child
should be taught: l. To write words from
copy on the blackboard. 2. To write
words in script from copy in reader. 3
To write words from dictation. 4.
To write sentences from reader
and from dictation. g. To
write the whole or part of the lesson. The
child should frequently be called up and
asked TO read his written exercise for the
sake of practice in reading script. 6. To
write lessons or other passages from men,
ory. In this connection the teacher should
read stories or incidents for the pupil 10
reproduce in his own words Z. TO write
out passages from dictation with certain
words omitted, which the pupil is expect
ed TO supply. 3. To write passages from
reader, using synonyms; in other words to
have the pupil replace certain words with
others of the same or similar meaning.
9. TO write short essays on subjects pre-
scribed by the teacher, who may aid them
by specific directions 10. To write essay
without help. The Doctor fully illustra-
ted these points and proved TO be even
more interesting than usual.
After another song we'll rendered by the
Island pupils, DIR. White again addressed
the teachers, this time on
A TRACHER SUCCEEDS
because she has within herself the elements
OF control. The prime factor in the school
room is the teacher. She should possess
certain qualities either by natural inherit
ance or training One is personal magnet
ism; another is power OF presentation,
neither of which is essential, however, 70
success on her part. An essential quality
is good scholarship. She must possess full
and fresh knowledge Of what she is to
teach. She must study every lesson her
self preparatory 10 hearing it. II she ere
ates proper interest in lessons no worry
Of government will follow. Another es-
sential element Of success is skill in teach
ing and governing. Skill conques.
Love completes the trinity Of powers
which the teacher should pcsseas. She
cannot lead the child 10 fountains Of wis
dom if she does not love him; neither can
he he led If he does not love her
In addition 10 these powers will power is
another important quality, which Is
strongest with q silent tongue. Words
can not do justice in describing the worth
and interest of the Doctors remarks.
Miss Meholin followed with q drill on
gesture and movements Of the body, per-
formed by members Of her class in elocu-
ton and many OF the teachers present
The exercises Of the morning were closed
with a graphic recitation by Mrs heholin,
entitled 'The Eli Child"
Afternoon Session.
The exercisas Of the afternoon were